Figure 1.--Many of the children at prep schools learn musical instruments. In fact, so many children lear instruments that it is often difficult to find a place to practice and to find the time in the tightly scheduled day. This boy practices his trumpet in his dormitory during the after lunch rest period. |
Modern preparatory schools plade considerable emphasis on music. The aim is to arouse interest in and enjoyment of music and to provide the opportunity to develop individual talents. As one headmaster told us, "We actively encourage the slighest interst in music." With school-age children, it is important to provide opportunities for active participation. Most schools provide the younger children up to two class periods per week. The younger children are introduced to basic rythm and listening through percussion. They generally progress to the recorder which provides an understanding of self notation which will be valuable if the child decides to learn a musical instrument. All children have singing and the older children usually are given some music appreciation classes as part of the normal time table.
The children are provided a variety of musical opportunities. Most schools believe that the children should have an opportunity to learn a musical instrument before they go on to their Public Schools. Many avail themselves of the opportunity. It is not uncommon for over half the children at a prep school to have at least attempted a musical instrument. When we visited Marsh Court, we found that about 2/3's of the children were learning instruments. While pergaps higher than at most school, this was not all that unusdual. While some particularly adept children sit the examinations of the Royal Schools of Music, all children of varying proficency are encouraged to participate in various orcestra and performing groups established to provide a wide range of musical outlets for the children.
The music program at most schools is not focused on developing the talents of a small number of gifted musicians. Many schools are convinced that their primary role is to involve the largest number of children. As a result, music is, as far as possible, a corportate rather than an individual pusuit. Thus most schools provide a wide range of coral and instrumental groups in which the children can participate. This provides the best opportunity for children of even modest abilities to participate meaningfully. While few of these children may become concert musicians, the opportunites provided may provide the basis for personal music making as well as heihtened enjoyment of music that will 1 ~ ast a lifetime. The results thus at many schools are often regarded as more important than the production of a few really excellent performers with exceptional musical talent. This is not to say that individual talents are ignored and many of the leavers with exceptional musical talent achieve remarkable levels of performance.
Most schools have a choir, of varying distinction, to peform at chapel services and other occassions. Some schools have impresive choral programs. These are of course the choirs of Englad's great cathedrals, have a tradition of music. Other schools vary greatly in their music program. We visited one school, St. Michael's Tedbury, that had a wondurfukl choral music program. We attended the evensong. Unfortunately almost no one else attended. It was a lovely school, but unfortunately not well placed. The school closed a few years after our visit. A few other schools had an impressive music tradition. Here much depends on the staff's interests and capabilities. More common at prep schools is some attention to choral singing, but not serious music training. Some work might be done in the form rooms, but because of the noise problem and the need for a piano music room is often set aside or tghey might use the gymnasium or all purpose room. The choirs often take part in various school programs. Some of the more serious might give community performances.
Some of the
schools with especially proficient choirs may deputise for resident cathedral choirs. Some have regular recitals and concerts which they may give with orchestras. The performance can be quite impressive for children. Feistead reports, for example, performing the requiems of Faure and Mozart, Haydn's Theresa Mass and Mozart's Coronation Mass.
At most early prep schools, except the choir schools, music was a minor activity eclipsed by the heavy emphasis on sport. Most youngh boys have a natural preference for sports and without a serious effort by the school are unliely to choose on their own to learn musical instruments. Modern preparatory schools are now making such an effort. Most schools now report successes on the Associated Board Music Examinations.
Form teachers, especially for the younger children, introduce music and singing in their classrooms. Often a special music teacher, in the larger schools, give classes in music appreciation and theory and provides the younger children experience with introductory instruments. Perrott Hill in Dorset and many other schools introduce therecorder to the younger children. St. John's Beaumont gives boys in their first. year the opportunity to learn the violin and those showing some aptitude are invited to either join specilalist instruction groups or to take indivIdual tuition for instruments of their choice. All schools offer individual tuition in a variety of instruments and may also offer some small group instruction. Caldicott in Bucks reports that "this basic training in singing andin playing a musical instrument creates an enthusiasm for music ...." All children have class singing and usually a school choir. He or she often leads the school choir many of which are affliated with the Royal School of Church Music.
Many schools also have an orchestra and some have other more informal undertakings such as folk, jazz, brass, string, woodwind, or other group.
Most schools incourage the chlldren to learn a musical instrument. This varies from school to school. Quite a number of the children do try. The schools contract specialty teachers to provide individual tuition on different instruments. Specialty teachers are brought in to offer individual instruction in specific instruments. It is not unusual for more than half the school, in one instance even the headmaster, to be studying a musical instrument. It is a rare to find a prep school where less than a third of the children (even at the boys' schools) are learning to play a musical instrument. Some schools we visited reported that more than half the children were learning instruments and one school, Bramcote in Nottinghamshire reported that an impressive two-third were working on in instruments. The Downs in Worcester has almost all of its children receiving individual instruction on instruments. The older children often reach a very impressive level of performance. Many of the most accomplished seek to gain a place in the National Preparatory Schools Orchestra recruited from schools throughout the country and have a week of intensive coaching during the summer which ends with a public concert under the auspices of the Aldeburgh Festival
The children are involved in instrumental music at all levels. Given the age of the children, most are beginners, but some have already begun when music lessons when they arrive at school. Opinions vary as to when children should begin to learn an instrument, but many experts are convinced the earliest the better. The basic program often intriduced the children to the recorder and ither basic instruments which is a useful beginning for the children who take actual instrumental instruction. By the time the children finish the program, come have become quite skilled with their instruments. Even those children who do not have great success find that the effort has enhanced their ablity to apprecite music.
Many schools encourage a variety of informal music making. This varies from school to school depending largely on the school program and the interets of the adult staff members. Some schools such as Colston's and Sunnymede have informal lunch concerts. A choir or instrument group may visit a retirement home. Boarding schools in many charming English villages in small villages often play an important part in village life. This is especially true ~ for the music program. The children may participate in concerts, carol during Christmas, or provide the choir in the church. There are both all student groups and groups in which the adults take place. This is especially important at this age group. It also is enjoyable for all concerned. Not only do the adults enjoy the oppotunity to make music, but they enjoy sharing their love of music with the children. The children for theur part not only enjoy the opportunity to use their developing skills, but enjoy the opportunity to interact with the staff in the more informal setting.
The schools generally offer a concert each year to show case the progress the children are making. Some schools have the children play at in house recitals to give them the opportunity to show off their developing skills as well as to get used to performing in front of audinence. Some children perform in local music festivals.
